Analyse Teaching Strategies

1.1 Analyse learning and teaching strategies used in own specialism
In my speciality I use many various strategies in regards to teaching and learning. In this point I will explain in detail methods I used when teaching the learners I work with but also strategies to assess their learning and my own. When looking at various strategies and approaches that are used I often place myself in the situation of facilitating learning in order to get a good picture. I firstly, like to ensure that the teaching will engage, stimulate and motivate and provide the necessary teaching content in order for them to learn. A strategy I often use to start the lesson is an ‘icebreaker’. This will help establish/reiterate ground rules for the lesson but also help
These methods of motivation and feedback will hopefully coerce the learners to make the initial effort to attempt the task set. Once the effort has been made my role will then include offering support with performance. Giving regular updates on how they are performing is key for keeping them on task and engaged. Feedback such as “how you getting on” and “do you need anything” shows you are interested and may encourage learners to ask questions if they are unsure. Any feedback on work will be constructive and supportive, for example if a learner has made a mistake I will say “don’t worry, this has happened, look try it this way” or “ good effort but can you have a go this way”. If they have completed the task well then I will praise them, “well done” and “great work” are common phrases. As the lesson comes to a close I will give feedback on what they have achieved, the outcome. I will ask open questions in order to encourage a response from them “how do you think it went” and “what do you feel you done well” will give the learner an opportunity to take pride in their work and identify their own successes and not the ones that I have witnessed. Hopefully through these questions the learner will have identified what they have done well and give me the opportunity to re-enforce what their personal goal is “well done, that brings you closer to completing the module” or if it’s on a more personal level I will congratulate the learner completing the lesson without disruption or poor